LTSE 2016: UHBS
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Transcript of LTSE 2016: UHBS
Business School Context
3500+ students
44% non-native speakers (international and EU)
Students from 53 countries UG & PGT
Rapid change and growth
Recruitment – various points of entry
Response
Research Questions
How do international students describe prior learning experiences?
What new experiences do international students have in terms of
teaching, learning and assessment in UK HE?
How can the differences inform future pedagogical practice within the
Business School context?
Transition, acculturation and
adaptation
Insufficient holistic, contextualised support (Leask & Carroll, 2011)
Acknowledgment of target culture power dimensions, (Lea, 2004)
Metalanguage influence, Ellis (2008), Roehr and Genem-Gutierrez (2009)
Avoid assumptions of previous experiences, (Ryan, 2000)
Mutual accommodation, (Berry, 1997)
Qualitative Data
Please explain what you feel is the biggest difference
between the educational experience you are having here
in Huddersfield and the experience you had in your own country
Independent study/learning hours - personal time management
Reading and research
Critical thinking vs. memorisation
Plagiarism tolerated at home (referencing)
Tutor/student: less power distance in UK
Practical application of theory
Non-explicit explanations of task completion
Types of assessment
Language
Library
Classroom activities (group etc.)
Extensive use of technology
What do you think could be done to improve your
learning experience in the UK?
Self – reliance for improvement
Class time/directed learning (more?)
Breadth of resources (more guidance?)
Improved intercultural understanding
Scaffold assessment tasks (metalanguage)
More formative assessment
Explicit teaching of fundamental concepts
Challenge of discursive writing
English & skills classes
• Teaching Home/EU/Int – all levels
• Formative feedback
• Consult on assessment
• Develop embedded skills across the curriculum
Request support for:
•Specific assignments
•General academic & research/language skills
•Develop autonomy and knowledge of UK HE conventions
• Engage with support functions
• Provide module information
• Refer students
• Enable specific support sessions
• Liaise with lecturers
• Contextualised academic skills, and English Language support
• Peer support
• Links with university services
Partnership model - school
• Library services
• Back on track
• Disability service
• Wellbeing service
• Workshops and support groups
• Faith centre
• Enhancing employability
• Working during and after studies
• Career workshops,
• Job Shop & internships
•Liaise with lecturers
•Support students with academic skills, assignments and English Language
•Peer support
•Links with university services
• Recruitment
• Admissions
• Immigration, visa support & Home Office
• Student advocates & help desk
• Course liaison
Partnership model - university
Intercultural
awareness
75% attendance...our students said...
The lecturers are
very friendly and
helpful.
Increase more the
English Learning
Course, like
listening and
vocab.
Thank you for
helping me to
study academic
skills. It’s very
useful for me.
Perfect, I really like LDG,
you can always solve my
problems, whatever,
reflection or dissertation.
I really appreciate that.
The ILD session is
helpful for me in
communicating with
other students in
English.
To evaluate international
students’ learning transfer
from ILD sessions to course
assignments.
Further research.
References
Berry, J. (1997). Immigration, acculturation, and adaptation. Applied Psychology-an International Review-Psychologie Appliquee-
Revue Internationale, 46(1), 5-34. doi: 10.1111/j.1464-0597.1997.tb01087.xS
Ellis, R.(2008). The Study of Second Language Acquisition (2nd ed.) Oxford, United Kingdom: Oxford University Press
Lea, M. (2000). Academic Literacies and Learning in Higher Education: Constructing knowledge through texts and experience. In
Jones, C., Turner, J., & Street, B. (Eds.) Students Writing in the University. Cultural and epistemological issues. (pp.103-124)
Retrieved from http://site.ebrary.com
Leask, B., & Carroll, J. (2011). Moving beyond ‘wishing and hoping’: internationalisation and student experiences of inclusion and
engagement. Higher Education Research & Development, 30(5), 647-659. http://dx.doi.org/10.1080/07294360.2011.598454
Ryan, J. (2000). A Guide to Teaching International Students. Oxford: Oxford Centre for Staff and Learning Development.
Roehr, K.,& Genem-Gutierrez, G.A. (2009). Metalinguistic Knowledge: A Stepping Stone Towards L2 Proficiency? In Benati, A.G.
(Ed.) Issues in Second Language Proficiency. (pp79-94) Retrieved from http://site.ebrary.com